Картинки на тему «CHAPTER 1: WHAT IS LANGUAGE» |
Курсы английского | ||
<< «You should go to a doctor | Конкурс чтецов, посвящённый английской литературе >> |
Автор: dnilsen. Чтобы познакомиться с картинкой полного размера, нажмите на её эскиз. Чтобы можно было использовать все картинки для урока английского языка, скачайте бесплатно презентацию «CHAPTER 1: WHAT IS LANGUAGE.ppt» со всеми картинками в zip-архиве размером 484 КБ.
Сл | Текст | Сл | Текст |
1 | CHAPTER 1: WHAT IS LANGUAGE? | 30 | cross-over, A over A, etc.). 6. There is a |
PowerPoint by Don L. F. Nilsen to | critical age for foreign-language | ||
accompany An Introduction to Language (8th | acquisition (around puberty). 7. There is | ||
or 9th edition 2007/2011) by Victoria | a sequence in language acquisition | ||
Fromkin, Robert Rodman and Nina Hyams. 45. | (holophrastic, pivot-open, telegraphic, | ||
1. | adult). Note also color acquisition in | ||
2 | LANGUAGE PLAY & MAPPING. The | both phylogeny and ontogeny. (Fromkin | |
primary function of language is not to | Rodman Hyams [2011] 1-37). 45. 30. | ||
communicate, but is rather to think | 31 | 8. Human language is rule-governed | |
creatively or analogically. Language play | (like mathematics). It is not memorized. | ||
allows humans to map an infinite number of | 9. Human language is very creative. Except | ||
real-world details onto a small finite | for small-talk, almost all sentences are | ||
number of sounds, letters and words. (cf. | novel. Language can adjust to new | ||
Fromkin Rodman Hyams [2011] 8-11). 45. 2. | situations (unlike bee-language for | ||
3 | And the exciting thing is that this | unexpected placing of honey source). | |
mapping happens not only for the infinite | (Fromkin Rodman Hyams [2011] 1-37). 45. | ||
details of the real world, but of all | 31. | ||
possible worlds whether real, discovered, | 32 | 10. Human language has duality. A | |
invented, postulated, fictionalized, or | limited number of symbols are reused in | ||
imagined. 45. 3. | many different ways. 11. Human language | ||
4 | THE CONTINUITY PARADOX. Derek | has displacement in Time, Place, and | |
Bickerton states it as follows: “Until we | Truth. 12. Human language is not | ||
cease to regard language as primarily | predictable. Given a particular stimulus, | ||
communicative and begin to treat it as | there is a much wider range of responses | ||
primarily representational, we cannot hope | for humans than for animals. (Fromkin | ||
to escape from the Continuity Paradox” | Rodman Hyams [2011] 1-37). 45. 32. | ||
(Bickerton 689). 45. 4. | 33 | CONCLUSION. The most important of | |
5 | FORM-MEANING CORRELATION. CONTRAST | Chomsky’s observations is that “Language | |
SOUNDS, SPELLINGS AND MEANINGS: Antonyms: | is Creative.” Language should not be | ||
tall vs. short Converses: buy vs. sell | prescribed, as that would limit its | ||
Cognates: embarrassed vs. embarazada | creativity. Rather, language should be | ||
Heteronyms: minute vs. minute Homographs: | allowed to adapt to social situations. In | ||
bank vs. bank Homonyms: Homographs or | other word language VARIES in the | ||
Homophones Homophones: too vs. two vs. to | following ways: 45. 33. | ||
Hyponyms: metaphor vs. metaphor Synonyms: | 34 | LANGUAGE VARIATION. V-Vocational | |
big vs. large (Fromkin Rodman Hyams [2011] | Differences A-Age Differences Individual | ||
196-198). 45. 5. | (holophrastic vs. adult language) Language | ||
6 | WORD-LEVEL VS. SENTENCE-LEVEL GRAMMAR | (Old English vs. Modern English) | |
LEXICAL: SYNTACTIC: AMBIGUITY: Take your | R-Regional Differences I-Informality | ||
pick! Call me a taxi! ANOMALY: She wanted | Differences E-Ethnic Differences S-Sex | ||
a gnepf. John me cow a gave. PARAPHRASE: | Differences. 45. 34. | ||
William hit a policeman. Bill hit John. | 35 | The most creative aspect of language | |
vs. Bill slugged a cop. vs. John was hit | is its ability to adapt to new situations, | ||
by Bill. 45. 6. | and it does this by using the “Master | ||
7 | WHAT A GRAMMAR MUST DEAL WITH. | Tropes”: Metaphor, Metonymy, Synecdoche, | |
Analysis vs. Synthesis: Parsing vs. | and Irony. METAPHOR, METONYMY, SYNECDOCHE, | ||
Generative Grammar Denotation vs. | IRONY AND LANGUAGE PLAY. 45. 35. | ||
Connotation: Pro-Choice vs. Pro-Life views | 36 | HOMO ERECTUS, HOMO SAPIENS, HOMO | |
of “abortion” Systematic vs. Accidental | LOQUENS AND HOMO RIDENS. Humans have been | ||
Gaps: “schplick” vs. “blick”. 45. 7. | called “homo erectus” because like | ||
8 | FORM VS. MEANING. Linguistics is | primates, kangaroos and chickens they | |
concerned with the mapping of meaning onto | stand erect. They have been called “homo | ||
form (decoding) and form onto meaning | sapiens” because they are the thinking | ||
(encoding). The form is the surface | animal. They have been called “home | ||
structure (phonology, graphology, | loquens” because they are the talking | ||
morphology and syntax) The meaning is the | animal. But they have been called “homo | ||
deep structure (semantics, pragmatics, | ridens” because they are the only animal | ||
discourse) (cf. Fromkin Rodman Hyams | that laughs appropriately. 45. 36. | ||
[2011] 8-11). 45. 8. | 37 | Language is a tool that allows us to | |
9 | LEVELS OF ADEQUACY. Prescriptive | deal with the real world. It allows us to | |
Adequacy: What people should do | solve the problems of the real world. It | ||
Descriptive Adequacy: What people do do | helps us survive. But as we spend less and | ||
Explanatory Adequacy: Patterns, Trends, | less time working to survive and more and | ||
and Predictions Evaluative Adequacy: Based | more time thinking and pondering, our | ||
on Elegance Simplicity Completeness | language needs to meet these new needs. | ||
Internal Consistency Generative Power (cf. | LANGUAGE FOR ENGAGEMENT LANGUAGE FOR | ||
Fromkin Rodman Hyams [2011] 13-18). 45. 9. | TRANSCENDENCE. 45. 37. | ||
10 | SURFACE STRUCTURE. Syntax Allotag | 38 | Exercise 2: *Ungrammatical. A. Robin |
Tagmeme Morphology Allomorph Morpheme | forced the sherrif go. B. Napoleon forced | ||
Graphology Allograph Grapheme Phonology | Josephine to go. C. The devil made Faust | ||
Allophone Phoneme. 45. 10. | go. D. He passed by a large pile of money. | ||
11 | DEEP STRUCTURE. Pragmatics (Context, | E. He came by a large sum of money F. He | |
Deictics, Anaphora, Speech Acts, | came a large sum of money by. G. Did in a | ||
Conversational Implicatures, Intent, | corner little Jack Horner sit? H. | ||
Felicity Conditions) Pragmatics | Elizabeth is resembled by Charles Nancy is | ||
Allobehavior Behavioreme Semantics | eager to please. (Fromkin Rodman & | ||
Alloseme Sememe. 45. 11. | Hyams [2011] 38-39). 45. 38. | ||
12 | EVOLUTION. During the past five | 39 | J. It is easy to frighten Emily. K. It |
million years, “our forebears became | is eager to love a kitten. L. That birds | ||
predominantly right-handed, made use of | can fly amazes. M. The fact you are late | ||
increasingly sophisticated tools, and | to class is surprising. N. Has the nurse | ||
organized their culture in ever more | slept the baby yet? O. I was surprised for | ||
complex ways.” This evolution resulted in | you to get married. P. I wonder who and | ||
“a puny, almost hairless animal, with a | Mary went swimming. Q. Myself bit John. R. | ||
bent windpipe that reduced breathing | What did Alice eat the toadstool with? S. | ||
efficiency to nearly half of its original | What did Alice eat the toadstool and? | ||
capacity. The creature’s teeth were | (Fromkin Rodman & Hyams [2011] 38-39). | ||
practically useless for chewing.” But we | 45. 39. | ||
had an asymetrical brain with the left | 40 | Exercise 3: Onomatopoeia. Animals | |
hemisphere being efficient at learning | across languages: Cows Horses Pigs | ||
language. (Heny 634). 45. 12. | Chickens Roosters Chicks Lions Tigers Goat | ||
13 | M. A. K. Halliday’s 7 Functions of | Cats Dogs Turkeys Geese Pigeons Sheep Pigs | |
Language: Instrumental: To get things done | Frogs Donkeys Hens Crows Flies (Fromkin, | ||
Regulatory: To control other people | Rodman & Hyams [2011] 39). 45. 40. | ||
Interactional: To define groups and | 41 | Exercise 3: Sound Symbolism. Bang Beep | |
relationships Personal: To express | Bubble Buzz Clap Click Crackle Crunch | ||
feelings and beliefs Heuristic:To test | Gong. Groan Gurgle Hiss Kerplop Screech | ||
hypotheses or to learn Imaginative: To | Sigh Slap Slurp Smack. Smash Snap Swish | ||
create a world Representational: To give | Thump Tinkle Whiz Zing Snap crackle & | ||
information (Clark, 52). 45. 13. | pop (Fromkin, Rodman & Hyams [2011] | ||
14 | In terms of language, Who’s in charge? | 39). 45. 41. | |
“We make language more than language makes | 42 | Exercise 3: Reduplication. Children | |
us” (Clark, 55). Go to slide 15 to find | Bowwow Dada Dingdong Doodoo Mama Peepee | ||
out what Humpty Dumpty said about | Weewee. Adults: Hanky Panky Ticktock Tooty | ||
language? 45. 14. | Fruity Zig Zag Zsa Zsa. Other Examples: | ||
15 | In Through the Looking-Glass Humpty | (Fromkin, Rodman & Hyams [2011] 92). | |
Dumpty Says to Alice. “I don’t know what | 45. 42. | ||
you mean by ‘glory,’ ” Alice said. | 43 | Exercise 4: Iconicity & | |
Humpty Dumpty smiled contemptuously. “Of | Paralanguage. I II III IV X 1 2 3 0 ? ? ? | ||
course you don’t—till I tell you. I meant | ? * ? . ? ! $. Shhh! Shush! Hiss Tsk tsk | ||
‘there’s a nice knock-down argument for | Uh Huh! (yes) Uh uh (no) Huh? Giddyup | ||
you!’ ” “But ‘glory’ doesn’t mean ‘a | (lateral click). Raspberry (Bronx Cheer) | ||
nice knock-down argument’,” Alice | Uchhhhh Yuchhhhh Wolf Whistle Swearing | ||
objected. “When I use a word,” Humpty | (*^&%+#@!) (Fromkin, Rodman & | ||
Dumpty said, in a rather a scornful tone, | Hyams [2011] 39). 45. 43. | ||
“it means just what I choose it to | 44 | Exercise 12: Pygmalion by George | |
mean—neither more nor less.” “The question | Bernard Shaw. “The rain in Spain is mainly | ||
is,” said Alice, “whether you can make | on the plain.” “In Heartford, Herriford | ||
words mean so many different things.” “The | and Hartshire, hurricanes hardly ever | ||
question is,” said Humpty Dumpty, “which | happen.” “Look at her—a prisoner of the | ||
is to be master. That’s all.”. 45. 15. | gutters; Condemned by ev’ry syllable she | ||
16 | Poem by Maurice Evan Hare. There once | utters. By right she should be taken out | |
was a man who said, “Damn!” It is born in | and hung For the cold-blooded murder of | ||
upon me I am An engine that moves In | the English tongue!” (Pygmalion, 109). 45. | ||
predestinate grooves, I’m not even a bus; | 44. | ||
I’m a tram. --Aitchison 560. 45. 16. | 45 | !My Fair Lady by Lerner and Lowe. An | |
17 | THE INNATENESS HYPOTHESIS. Noam | Englishman’s way of speaking absolutely | |
Chomsky claims that language is innate. B. | classifies him. The moment he talks he | ||
F. Skinner claims that language is | makes some other English despise him, One | ||
learned; it is basically a | common language I’m afraid we’ll never | ||
stimulus-response mechanism. 45. 17. | get. Oh, why can’t the English learn to | ||
18 | Noam Chomsky reviewed B. F. Skinner’s | Set a good example to people whose English | |
Verbal Behavior in Language, the journal | is painful to your ears? The Scots and the | ||
of the Linguistic Society of America and | Irish leave you close to tears. There even | ||
convincingly presented twelve types of | are places, where English completely | ||
evidence that language is basically | disappears. In America, they haven’t used | ||
innate, not learned. 45. 18. | it for years! (110) (Fromkin, Rodman & | ||
19 | Language is very complex. Consider the | Hyams [2011] 40-41). 45. 45. | |
complexity of any complete English grammar | 46 | !!Exercise 13: English Only vs. | |
book. 2. The model for language learning | Bilingualism. Discuss Queen Elizabeth I’s | ||
is imperfect. Mothers use caregiver | outlawing of Celtic dress, music and | ||
language; friends use baby talk; children | traditions King James Translation of the | ||
use modified grammar (holophrastic, | Bible into English to unite England with | ||
pivot-open, or telegraphic). 3. All humans | Ireland, Wales, Cornwall, and Scotland by | ||
learn a spoken language (NOTE: Chomsky | an English-Only movement What about the | ||
does not claim that written language is | English-only movement today vs. | ||
innate). (Fromkin Rodman Hyams [2011] | bilingualism? (Fromkin, Rodman & Hyams | ||
1-34). 45. 19. | [2011] 41). 45. 46. | ||
20 | 4. No animals learn a human-type | 47 | !!!Animal-Play Web Sites: ANIMAL POWER |
language. However, some animal languages | MOVES: | ||
are impressive: primates (Vikki-Hayes, | http://www.youtube.com/watch?v=GkYbFr7dcIs | ||
Koko-Patterson, Warshow-Gardners, Lana, | CATS VS. DOGS PLAYING: | ||
Nim Chimsky-Terrace, Sarah-Thomas/Church) | http://www.youtube.com/watch?v=3dugipeVZtE | ||
bees (Von Frisch) dolphins (Lilly) birds, | ELEPHANTS PLAYING SOCCER: | ||
parrots and cockatiels canines equines | http://www.youtube.com/watch?v=6sP09MejTcA | ||
bovines felines ants (cf. Fromkin Rodman | ELEPHANT PLAYING SOCCER: | ||
Hyams [2011] 21-27). 45. 20. | http://www.videovat.com/videos/1419/elepha | ||
21 | ANIMAL MESSAGES: Come. Go. Food. | t-soccer.aspx. 45. 47. | |
Protection (camouflage, assistance, | 48 | I CAN HAS CHEEZBURGER WEB SITE: | |
misleading enemies…). Sex. Territory, | http://icanhascheezburger.com/ LOLCAT | ||
Dominance, Mimic, Defiance, Friendship, | BIBLE: | ||
Attention ANIMAL LANGUAGE: Calls. Body | http://www.lolcatbible.com/index.php?title | ||
Coloring and Shape. Tail Slap, Facial | Genesis_1 PETCENTRIC WEB SITE: | ||
Expression. Tail Wagging, Baring Throat, | http://www.petcentric.com/article/aspx?C=1 | ||
Dancing (Round, Tail-wagging, Sickle), | amp;OID=180 TAASP: THE ASSOCIATION FOR THE | ||
Whistling, Chuttering, Attacking, Singing, | STUDY OF PLAY: http://www.tasplay.org. 45. | ||
Giving Off Pheromones HUMAN-LANGUAGES | 48. | ||
AMONG ANIMALS: AMESLAN, Yerkish, | 49 | References: Aitchison, Jean. | |
Computers, Magnetic Chips, “Sugar Fruit,” | “Predestinate Grooves: Is There a | ||
“Finger Bracelet” 2nd-Generation Language | Preordained Language ‘Program’?” (Clark | ||
(Planet of the Apes). 45. 21. | 560-578). Bickerton, Derek. “The | ||
22 | WASHOW SIGNING “TICKLE” (KEMP AND | Continuity Paradox” (Clark 681-695). | |
SMITH 671) 671). 45. 22. | Bolton, W. F. “Language: An Introduction” | ||
23 | AMERICAN SIGN LANGUAGE: CONFIGURATION | (Clark, 61-73). Clark, Virginia, Paul | |
(Emmorey 82) (cf Fromkin Rodman Hyams | Eschholz, and Alfred Rosa. Language: | ||
[2011] 257-258). 45. 23. | Readings in Language and Culture, 6th | ||
24 | AMERICAN SIGN LANGUAGE: PLACE (Emmorey | Edition. New York, NY: St. Martin’s Press, | |
82) (cf Fromkin Rodman Hyams [2011] | 1998. Daniels, Harvey A. “Nine Ideas about | ||
257-258). 45. 24. | Language (Clark, 43-60). 45. 49. | ||
25 | AMERICAN SIGN LANGUAGE: MOVEMENT | 50 | Emmorey, Karen. “Sign Language” (Clark |
(Emmorey 82) (cf Fromkin Rodman Hyams | 78-94). Fromkin, Victoria, Robert Rodman, | ||
[2011] 257-258). 45. 25. | and Nina Hyams. “What is Language?” An | ||
26 | BEES’ ROUND DANCE (Kemp & Smith | Introduction to Language, 9th Edition. | |
663). 45. 26. | Boston, MA: Thomson Wadsworth, 2011, 1-42. | ||
27 | BEES’ TAIL-WAGGING DANCE (Kemp and | Heny, Jeannine. “Brain and Language | |
Smith 664). 45. 27. | (Clark, 634-657). Kemp, William, and Roy | ||
28 | SARAH’S SYMBOLS (Kemp and Smith 672). | Smith. “Signals, Signs, and Words: From | |
45. 28. | Animal Communication to Language” (Clark | ||
29 | YERKISH LEXIGRAMS (Kemp and Smith | 658-679). Nilsen, Alleen Pace, and Don L. | |
672). 45. 29. | F. Nilsen. Encyclopedia of 20th Century | ||
30 | 5. There are many human-language | American Humor. Westport, CT: Greenwood, | |
universals, and these are only a small | 2000. Nilsen, Don L. F., and Alleen Pace | ||
subset of semiotic possibilities; computer | Nilsen. Language Play: An Introduction to | ||
languages don’t have these same | Linguistics. Rowley, MA: Newbury House | ||
natural-language constraints (embedding, | Publishers, 1978. 45. 50. | ||
CHAPTER 1: WHAT IS LANGUAGE.ppt |
«Курс обучения в Language Link» - Международные экзамены. Корпоративное обучение иностранным языкам. Преимущества обучения в Language Link. Бизнес-английский для специалистов. Услуги. Международный языковой центр Language Link. Переводы. Деловой английский. Профессиональные преимущества. Отзывы клиентов. Общий английский. Организационные преимущества.
«Английский язык дома» - Для сестры –авторитет, смелее мальчишки на свете нет … Отгадать загадки; перевести отгадки на английский язык. Написать вторую форму глаголов: MY FAMILY. do- go- make- lay- repair- answer- clean- water- wash-. У мамы, папы, сестренки Иришки, есть умный, веселый и славный мальчишка. Помощь по дому. Радость в глазах, в глазах удивленье, в семье у нас нынче еще прибавленье!
«Курсы английского» - Формы работы: индивидуальная, парная, групповая. Школа. environs. Образование. Достопримечательности. Family. diploma. «Английский для общения». “School. Покупки. Дом. Профессия. Profession”. Семья. По городу. “Seasons. lecture. slippery. Учебно-тематический план. “Home. Особенности программы: связь урочной и внеклассной работы.
«Английский язык для туристов» - Норвегия. Третий уровень. Каждый уровень предполагает 72 часа занятий. Начнем в алфавитном порядке: Австралия. Бегу записываться! Голландия. Дания. С помощью преподавателя Штоколовой Е.Г. Ямайки! Научитесь выживать, чтобы полноценно жить и путешествовать по всему миру!!! Преподаватель всегда с улыбкой, очень доброжелательна”.
«Обучение английскому» - Как быть уверенным в том, что полученные сотрудниками знания актуальны и релевантны? Центр корпоративного обучения. Готова ли Ваша команда профессионалов к работе во вдруг изменившихся условиях? Какие программы вы используете? Общий английский. В чем же особенность корпоративного обучения? О чем думает корпоративный клиент?
«Профессор Хиггинс» - Выполняя упражнения, учащийся может натренировать данное правило и проверить, насколько хорошо он его понял. Возможности использования диска на уроках в 6 классе. Курс фонетики увеличен в объеме, расширена возможностью видеть имена фонем в эталонном произношении. Цель программы . Программа . Уроки состоят из нескольких упражнений.